1. Teaching French for Non Specialists Presented by Duncan Hazlewood le 19 septembre, 2013

2. Bienvenue! Cest toi? 3. Lets learn ensemble 4. Cest moi, et cest nous! 5. Can we agree to the following? Daccord? HONOR TIME We have an ambitious agenda, so we want to remain on task and make this a worthwhile session. CELL PHONE / TEXTING / E-MAIL COURTESY Please turn cell phones, or any other communication item with an on/off switch to silent. If you need to respond, kindly step outside. ACTIVELY PARTICIPATE Feel free to pose questions. Engage in active reflection and dialogue. Exit slip provided to you for feedback at the end. Network with colleagues. BE COMFORTABLE Please feel free to take personal breaks as needed. 6. Aims Learn some basics and practise speaking French Resources Tips Activities Places to go to find help 7. The what to teach before we get to the how The IRPs They have not changed yet Main focus: Communicating Acquiring information Experiencing creative works Understanding cultural influences 8. The what to teach The 4 core competencies of second language acquisition: What order do they come in? 9. The what to teach The 4 core competencies of second language acquisition: 10. The what to teach As we look at the IRPs, ask yourself four questions: 1. What are students expected to be able to do by the end of my grade level? 2. How does this differ from / fit within the general progression of skills across the grades? 3. Which skills will students need? 4. What content areas could this entail? 11. Communicating 1. do? 2. differ? 3. skills? 4. content? Grade 5 Grade 6 Grade 7 Grade 8 ask and respond to simple questions identify greetings and expressions of politeness communicate likes, dislikes, wants, and needs respond to classroom instructions make and respond to simple requests use greetings and expressions of politeness recognize and use formal and informal forms of address Express preferences and interests participate in known and predictable classroom situations ask for and give simple information Exchange information about themselves participate in classroom activities begin to derive meaning in new language situations ask for information, permission, and clarification share information about activities and interests participate in familiar activities (real or simulated) classify events as past, present, or future derive meaning in new language situations 12. Acquiring information 1. do? 2. differ? 3. skills? 4. content? Grade 5 Grade 6 Grade 7 Grade 8 identify specific information from French-language resources to complete authentic tasks express acquired information in oral and visual forms extract specific information from French-language resources to complete authentic tasks express acquired information in oral and visual forms extract and retrieve specific information from French language resources to complete authentic tasks express acquired information in oral and visual forms extract, retrieve, and process specific information from French-language resources to complete authentic tasks express acquired information in oral, visual, and written forms 13. Experiencing creative works 1. do? 2. differ? 3. skills? 4. content? Grade 5 Grade 6 Grade 7 Grade 8 respond to creative works from the Francophone world respond to creative works from the Francophone world respond to creative works from the Francophone world respond to authentic creative works from the Francophone World 14. Understanding cultural influences 1. do? 2. differ? 3. skills? 4. content? Grade 5 Grade 6 Grade 7 Grade 8 identify elements of their own cultural backgrounds identify elements of Francophone culture in Canada identify elements of Francophone cultures that are different from or similar to their own give examples of the presence of Francophone cultures in their community identify elements of Francophone cultures present in British Columbia and Canada compare the daily lives of students in Canadian Francophone communities to their own lives identify elements of Francophone cultures in Canada and the world identify and compare the activities and interests of young people in Francophone communities to their own 15. Evaluation See handout 16. Learn some basics and practise speaking French Je me prsente (handout) Lalphabet en groupes Le pendu Les accents (handout) 17. More basics Loto! Touch-Coul (Battleships) 18. More basics Loto! (les chiffres et le vocabulaire) Touch-Coul (Battleships) Devinez: Dans mon sac, jai (les objets de la salle de classe) Gender (handout) 19. More basics Le vocabulaire nos top 8 Les animaux Les sports Les autres activits Les emplois Les fruits, les lgumes, et les collations Les verbes (les actions) Le jeu de Tabou! 20. Aims Learn some basics and practise speaking French Resources Tips Activities Places to go to find help 21. Resources 22. Aims Learn some basics and practise speaking French Resources Tips Activities Places to go to find help 23. Resources 24. Resources 25. Resources 26. Tips Never show words before students have heard, seen, and practised the words several times Always have scrap paper French-up your classroom Viewing/listening: start it as a silent movie (name vocab, actions, emotions) listen w/o pictures (list bits they understood) Only then, give questions or do activities 27. Tips Parle! show them how to use dictionaries (put the word in a sentence before looking for it) never let them go to the washroom (or get anything they need) without them asking in French 28. Tips Deliberately build in oral evaluation opportunities Yes, use flash cards BUT, remember: Context is they key to long-term memory Use visuals, not English translation wherever possible Give students choice and ownership over the words they feel they need to know & build around that Start with a little review, memory game, etc. while students get settled into class 29. Aims Learn some basics and practise speaking French Resources Tips Activities Places to go to find help 30. Where to go for help 31. Ensemble, nous arriverons! 32. Des questions? Merci. duncan_hazlewood@sd34.bc.ca @DuncanHazlewood